Research On Support For Teachers’ Professional Development In Secondary Vocational Schools ——Take D School For Example

Vocational education is an important part of national education.It is an important way to promote economic,social development and employment in the industry.The 14 th Five-Year Plan points out that we should highlight the characteristics of vocational and technical education types,deeply promote reform and innovation,optimize the structure and layout,and vigorously cultivate technical and skilled personnel.Secondary school teachers are the main force of vocational education,bearing the responsibility and mission of developing vocational education,helping vocational education students to learn and become successful,stopping the intergenerational transmission of poverty phenomenon and rural revitalization,and the professional development level of secondary school teachers determines the overall level of secondary school education.Due to the limitations of subjective and objective conditions,secondary school teachers cannot achieve full development just by their own subjective initiative and need certain help and support.As the main place of their work and life,school support becomes the most convenient,effective and economical way for secondary teachers to get help in the process of their professional development.This study uses literature,questionnaires,and interviews to conduct a case study of teachers’ professional development in secondary school D in Yiyang City.By investigating the opinions of school leaders,directors,teachers,and other participants on school support for teachers’ professional development,as well as the specific conditions of teachers’ professional development in secondary school D at the institutional level,condition level,management level,and cultural level,the current situation of school support for teachers’ professional development in secondary schools is analyzed.The main contents of this study are as follows.Explaining the importance and feasibility of school support for professional development of secondary teachers with relevant policy documents and social support theory,constructing school support for professional development of secondary teachers based on social support theory,and discussing the value of school support for professional development of secondary teachers,this study believes that school support for professional development of teachers is beneficial to students’ growth and teachers’ own development,as well as to the sustainable development of schools.This study concludes that school support for teachers’ professional development is beneficial to students’ growth,teachers’ own development,and the sustainable development of schools.The theoretical analysis in this part is the theoretical basis for the subsequent practical research.Second,through questionnaire and interview,will influence teachers’ professional development of school and community factors as the research reason,from system level,conditions,level,management level and cultural level four aspects of the secondary vocational teachers’ professional development school support for analysis.According to the research results,while affirming that the school has made certain contributions to the professional development of our teachers,this study summarizes the following problems in the school support for the professional development of teachers in D secondary vocational school:At the institutional level,the reward and incentive system is not in place,the assessment and evaluation system is unreasonable,and the training system is not perfect;In terms of conditions,there are insufficient time guarantee,insufficient funds guarantee and insufficient hardware facilities guarantee.At the management level,the activities are not effective,the professional leadership is not strong,the role of school-enterprise cooperation is not played;On the cultural level,there are mainly weak learning atmosphere,cooperation culture to be strengthened,the cultural leadership of the headmaster is not perfect.The main reasons are as follows: schools do not pay enough attention to the professional development of secondary vocational teachers;Inadequate resources provided by schools for the professional development of secondary vocational teachers;The school is not strong in promoting the professional development of secondary vocational teachers;The school is not strong in creating a professional development atmosphere for secondary vocational teachers.Thirdly,in view of the above problems,combined with relevant theories and practices,suggestions and improvement paths are proposed for them,which are: firstly,optimizing institutional support to guarantee teachers’ basic development;secondly,enriching condition support to stimulate teachers’ development motivation;thirdly,strengthening management support to provide professional planning guidance;and fourthly,activating cultural support to create a good development environment.